ENTER YOUR COLLABORATION BELOW:
Suggestions to include in next year's map.
Maybe have the kids complete a summer packet or review packet prior to the start of the course like AP does that basically covers Chapter P so that we can begin with Chapter 1 or spend a week at most on Chapter P. (Mike C.) I agree with Mike that having a summer packet might be the way to go, but it probably only makes sense if we switch to full year courses. Otherwise, summer work for a course that doesn't start until January/February doesn't do us much good. (CV)
The one thing that I want to suggest is that we start with Trig (chapters 4 and 5) to make sure that our students get a full understanding of trig. I think that a minimum of 50% of the days should deal with trig. The other topics should be looked at closely to determine which concepts should stay on the map. We could also use the Calculus book for the other topics (unit 1 and parts of unit 2). - JS These are great suggestions. Can we start to include actual content to recreate the map? Begin by taking the topics from the map and begin to put below in the separate time frame estimates. I got us started by starting the course with what Jack suggested. Please continue the process to determine what earlier items on the map need to be included. My thought on the textbook issue would be that we try to stick with the Precalc book especially since we might not have a lot of extras if we no longer keep the block scheduling. (AW) I agree with Jack that we need to get to more of the Trigonometry. However, there are definitely topics in the earlier chapters that should be covered to prepare them for Calculus. These students need to learn about Limits and the behavior of functions (Section 1.2), they should review composite functions and finding the inverse of a function (1.3 and 1.4), Polynomial functions in Chapter 2, as well as Logs and exponential functions in Chapter 3. However, if this switches to a full year course I think that we could probably finish most of the book. (PL)
Days 1-15
Trigonometric Functions
4.1 Angles and their measures
4.2 Trigonometric functions of acute angles
4.3 Trigonometry extended: circular functions
4.4 Graphs of Sine and Cosine sinusoids
- Please take time to suggest adjustments to the sequence of the precalculus map.
- Also make suggestions of any changes you would suggest in the area of depth of instruction per concept.
Here is a copy of the map:PreCalculus CP Curriculum Map.doc
ENTER YOUR COLLABORATION BELOW:
Suggestions to include in next year's map.
Maybe have the kids complete a summer packet or review packet prior to the start of the course like AP does that basically covers Chapter P so that we can begin with Chapter 1 or spend a week at most on Chapter P. (Mike C.)
I agree with Mike that having a summer packet might be the way to go, but it probably only makes sense if we switch to full year courses. Otherwise, summer work for a course that doesn't start until January/February doesn't do us much good. (CV)
The one thing that I want to suggest is that we start with Trig (chapters 4 and 5) to make sure that our students get a full understanding of trig. I think that a minimum of 50% of the days should deal with trig. The other topics should be looked at closely to determine which concepts should stay on the map. We could also use the Calculus book for the other topics (unit 1 and parts of unit 2). - JS
These are great suggestions. Can we start to include actual content to recreate the map? Begin by taking the topics from the map and begin to put below in the separate time frame estimates. I got us started by starting the course with what Jack suggested. Please continue the process to determine what earlier items on the map need to be included. My thought on the textbook issue would be that we try to stick with the Precalc book especially since we might not have a lot of extras if we no longer keep the block scheduling. (AW)
I agree with Jack that we need to get to more of the Trigonometry. However, there are definitely topics in the earlier chapters that should be covered to prepare them for Calculus. These students need to learn about Limits and the behavior of functions (Section 1.2), they should review composite functions and finding the inverse of a function (1.3 and 1.4), Polynomial functions in Chapter 2, as well as Logs and exponential functions in Chapter 3. However, if this switches to a full year course I think that we could probably finish most of the book. (PL)
Days 1-15
Trigonometric Functions
4.1 Angles and their measures
4.2 Trigonometric functions of acute angles
4.3 Trigonometry extended: circular functions
4.4 Graphs of Sine and Cosine sinusoids
Days 16-30
Days 31-45
Days 46-60
Days 61-75
Days 76-90